South Asian Journal of Social Studies and Economics

This study examined the mediating role of perceived social support in the relationship between teachers’ multidimensional attitudes towards inclusive education and teacher-perceived learning engagement of learners with disabilities in inclusive elementary school settings. Using a predictive quantitative research design, data were collected from 290 teachers handling learners with special needs in five selected public elementary schools in Buhangin East District, Division of Davao City. Total enumeration was used to include all eligible respondents. Multidimensional attitudes were measured according to cognitive, affective, and behavioural components; perceived social support according to support from family, friends, and significant others; and learning engagement according to behavioural, emotional, and cognitive engagement. Descriptive results showed very high levels of multidimensional attitudes, perceived social support, and teacher-perceived learner engagement. Correlation analysis indicated significant positive relationships between multidimensional attitudes and learning engagement and between perceived social support and learning engagement. Mediation analysis further showed that perceived social support significantly and moderately mediated the relationship between multidimensional attitudes and learning engagement. These findings suggest that positive teacher attitudes may be associated with stronger perceived engagement among learners with disabilities, both directly and through supportive social conditions. The results highlight the importance of strengthening inclusive attitudes and support systems within school communities to promote learner engagement in inclusive classrooms.